The Ontario Educational Curriculum
A review for parents looking for information on education
What at all is a curriculum?
In simple term, this refers to the knowledge contents and the skills that students are expected to learn, the standards and objectives they are expected to meet. This includes the lessons teachers teach, assignments, projects, assessments and evaluation methods they use.
What to find here
- How to access Ministry Curriculum Documents.
- How the Ministry Documents are organized.
- Key vocabulary terms and what they mean for readers (e.g., strand, expectation, levels of achievement etc.)
- How these documents get made and who makes them Key ideas that are central to the design and implementation of curriculum documents.
- How overall expectations, fundamental concepts and specific expectations should drive lesson design
- How student learning in Ontario is assessed and evaluated
- How teachers’ understanding of student learning is expected to be communicated
Examples provided below based on a subjects:
Organisation of documents
(iii)Assessment and Evaluation
(iv)Consideration for program planning
(v)Program planning considerations
(vi)Overview of grades
Terms and vocabulary used/meaning
Expectation:this is divided into two:overall - which describes the in general term the knowledge and skills students are expected to know and demonstrate by the each grade and specific expectation - is the material a student is expected to know in strands and unit specifically.
Achievement: is in 4 levels and as follows:
Level 1 = limited
Level 2 = some
Level 3 = considerable
Level 4 = high
Pedagogy = the method and tools teaches use to engage and interact with the students
Curriculum building, who is responsible?
Expectation for teacher's - to develop level appropriate strategies to assist students in achieving curriculum expectations by making it knowledgeable, fun, inclusive and interactive using students strengths and different learning styles.
Assessment and evaluation
The following practices should be used by teacher's;
- being fair, transparent, and equitable for all students;
- supporting all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
- being careful in planning in relation to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
- clearly communicating to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
- ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
- providing ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
- developing students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
Be prepared and ready for class
how well do you understand the concept or topic you are teaching
Support all students
Remember different level learners and learning styles
We are in one class but not the same
All information used is from ministry of education website and images from google images